EUB203 Science in Early Childhood


To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.


Unit Outline: Semester 2 2025, Kelvin Grove, Internal

Unit code:EUB203
Credit points:12
Equivalent:EAB531
Coordinator:Maryanne Theobald | m.theobald@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

This unit focuses on the importance of quality science education for young children from birth to 8 years of age. In order to inspire young children to ask questions about their environment and become scientifically literate, teachers require knowledge of science concepts, pedagogy and curriculum, as well as diverse, contemporary and cultural perspectives on science education. This early childhood unit explores way to design and implement engaging science learning experiences that support children's conceptual development. It will build content knowledge, particularly in the areas of biology, chemistry, physics and earth, and space science. This unit will build on theories of teaching and learning to focus on inquiry-based and hands-on learning activities that are age-appropriate, early childhood science learning experiences.

Learning Outcomes

On successful completion of this unit you will be able to:

  1. Plan and implement age-appropriate teaching strategies that support inquiry-based approaches and align with early years science curriculum and policy documents through learning experiences and unit plans.
  2. Draw on literature to identify appropriate teaching and assessment strategies and justify inquiry-based approaches.
  3. Plan ways to support learners from diverse backgrounds and incorporate differentiation strategies.
  4. Demonstrate effective communication strategies to provide feedback to colleagues.

Content

This unit will cover:

  • Knowledge of the following key content areas: Biological Sciences, Earth and Space Sciences, Chemical Sciences and Physical Sciences;
  • Diverse, contemporary and cultural perspectives on science education including Aboriginal and Torres Strait Islander perspectives;
  • Skills in the area of the practical application of early years science inquiry pedagogies;
  • Organising content into effective learning and teaching sequences;
  • Age-appropriate formative and summative assessment strategies;
  • Using verbal and non-verbal communication strategies to engage children in learning activities; and
  • Applying appropriate curriculum and policy guiding documents in early years science settings.

Learning Approaches

In this unit you will learn through engaging in the following:

  • Workshops (On-campus and Online) that will provide illustrative hands-on learning experiences
  • Online learning materials

Feedback on Learning and Assessment

You will gain feedback in this unit by participating in weekly face to face and/or online workshops. You will also receive and provide written feedback for Assessment 1, from and for a fellow student. Opportunities for formative feedback on the development of your assessment items will be available at points throughout the unit in a variety of formats including: verbal, written, and/or online.

Assessment

Overview

There are two assessment tasks in this unit:

  1. Micro-teaching and plan
  2. Portfolio

Assessment in this unit prepares you to be able to plan, select and implement appropriate content and curriculum/policy knowledge, and apply appropriate pedagogies in early years science settings, including for children in primary school contexts and for children from birth to five years of age.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Micro-teaching and plan

You will plan for and implement an individual micro-teaching episode with an associated plan during the workshops - online or face to face - throughout the semester. The micro-teaching episode will be on a science topic and year level of your choice that aligns with science curriculum and policy documents in the early years. You will demonstrate a range of verbal and non-verbal communication strategies to support engagement and you must demonstrate cultural awareness. You are also required to engage professionally with colleagues by providing written feedback on one colleague's presentation.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Weight: 50
Length: Length: 1500 words Duration: 10 mins
Individual/Group: Individual
Due (indicative): Weeks 6 - 8 This micro-teaching demonstration will be conducted during workshops
Related Unit learning outcomes: 1, 2, 3, 4

Assessment: Portfolio

You will develop a portfolio based on an inquiry model to align with science curriculum and policy documents in the early years. The portfolio will outline learning experiences, inquiry-based pedagogies and teaching strategies, age-appropriate assessment strategies, resources and related curriculum from each of the modules covered during the semester. You will include strategies for engaging diverse learners.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Weight: 50
Length: 2000 words
Individual/Group: Individual
Due (indicative): Exam period
Related Unit learning outcomes: 1, 2, 3

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

The following resource materials will be used throughout this unit.  




Resource Materials

Recommended text(s)

Campbell, C., & Howit, C. (2024). Science in Early Childhood - Fifth edition. Cambridge.

 

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

  1. Understand how students learn
    Relates to: Micro-teaching and plan, Portfolio
  2. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
    Relates to: Micro-teaching and plan, Portfolio
  3. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
    Relates to: Micro-teaching and plan, Portfolio

2 Professional Knowledge: Know the content and how to teach it

  1. Content and teaching strategies of the teaching area
    Relates to: Micro-teaching and plan, Portfolio
  2. Content selection and organisation
    Relates to: Micro-teaching and plan, Portfolio
  3. Curriculum, assessment and reporting
    Relates to: Micro-teaching and plan, Portfolio

3 Professional Practice: Plan for and implement effective teaching and learning

  1. Establish challenging learning goals
    Relates to: Micro-teaching and plan, Portfolio
  2. Plan, structure and sequence learning programs
    Relates to: Micro-teaching and plan, Portfolio
  3. Use teaching strategies
    Relates to: Micro-teaching and plan, Portfolio
  4. Select and use resources
    Relates to: Micro-teaching and plan, Portfolio
  5. Use effective classroom communication
    Relates to: Micro-teaching and plan

4 Professional Practice: Create and maintain supportive and safe learning environments

  1. Support student participation
    Relates to: Micro-teaching and plan, Portfolio
  2. Manage classroom activities
    Relates to: Micro-teaching and plan
  3. Maintain student safety
    Relates to: Micro-teaching and plan, Portfolio

5 Professional Practice: Assess, provide feedback and report on student learning

  1. Assess student learning
    Relates to: Micro-teaching and plan, Portfolio

6 Professional Engagement: Engage in professional learning

  1. Engage with colleagues and improve practice
    Relates to: Micro-teaching and plan

Course Learning Outcomes

This unit is designed to support your development of the following course/study area learning outcomes.

ED39 Bachelor of Education (Early Childhood)

  1. Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
    Relates to: ULO1, Micro-teaching and plan, Portfolio
  2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
    Relates to: ULO2, Micro-teaching and plan, Portfolio
  3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
    Relates to: ULO3, Micro-teaching and plan, Portfolio
  4. Communicative: Engage and communicate effectively and professionally.
    Relates to: ULO4, Micro-teaching and plan